AEPS 3 Ohio Early Learning and Development Standards 2022 2 FINAL.pdf
ALIGNMENT
Assessment, Evaluation, and Programming System
for Infants and Children, Third Edition (AEPS®-3)
WITH
Ohio’s Early Learning & Development Standards
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third
Edition (AEPS -3)® with Ohio’s Early Learning and Development Standards
This document aligns the content from Ohio’s Early Learning and Development Standards [2022] with the areas,
strands, goals, and objectives of Assessment, Evaluation, and Programming System for Infants and Children, Third
Edition (AEPS®-3).
References
Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and
Programming System for Infants and Children, Third Edition (AEPS®-3). Brookes Publishing Co.
Ohio’s Early Learning & Development Standards. (2022). Retrieved from: https://education.ohio.gov/Topics/Early-Learning/Early-
Learning-Content-Standards
Alignment Data
| OH Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| Approaches to Learning | |||
| 1. Engagement and Persistence | |||
| 1.a.Engages in new and unfamiliar experiences and activities. | |||
| Attends to surroundings (e.g., adults, objects, sounds). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Shows excitement when introduced to new and unfamiliar experiences and activities. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Imitates new skills and/or activities demonstrated by an adult. | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Repeats a new activity many times to gain confidence and skill. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Gathers new information and explores new play and tasks with adult encouragement. | Cognitive | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Explores new and unfamiliar play, tasks and experiences independently. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Applies new strategies to prior experience and/or activity through refining own actions. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| 1.b. Completes activities with increasingly complex steps. | |||
|---|---|---|---|
| Attends to language. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Engages in back-and-forth interactions with caregiver. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Responds to simple directives or requests. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Participates in adult-led daily routines. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Anticipates what comes next in an activity with a familiar sequence (routine). | Cognitive | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Follows a one-step direction independently. | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Relies on model to complete an activity with multiple steps. | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Follows two-step directions independently. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Follows familiar three-step directions. | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Completes an unfamiliar activity with multiple steps independently. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| 1.c. Persists in completing a task with increasing concentration. | |||
| Exhibits interest in people and things in surrounding environment. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Maintains engagement briefly in interactions with a familiar person or preferred object(s). | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Resumes focus on a person or an activity after a brief distraction or interruption. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Makes repeated attempts to complete a task when frustrated or challenged. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Carries out tasks, activities or experiences from beginning to end. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
Additional Sections
Mindset
| OH Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| 2. Mindset | |||
| 2.a. Develops a growth mindset. | |||
| Explores to understand an unknown. | Cognitive | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Demonstrates awareness of own abilities to accomplish simple tasks or activities. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Demonstrates a mindset that continued effort makes hard things easier to do. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Recognizes and expresses self-confidence in growing abilities. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Recognizes and shares in celebration of another's growing abilities. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
Cognitive Development
| Cognitive Development | |||
|---|---|---|---|
| 1. Memory | |||
| 1.a. Develops the ability to recall information about objects, people and past experiences. | |||
| Responds differently to familiar and unfamiliar people, events, objects and their features. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Anticipates next steps in simple, familiar routines and games. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Remembers people, events and objects over a period of time with contextual cues. | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| Recalls information over a longer period of time with or without contextual cues. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Recreates or retells a sequence of events in a familiar activity or routine based on past experiences. | Cognitive | B. Imitation and Memory | 3. Relates past events |
Symbolic Thought
| 2. Symbolic Thought | |||
|---|---|---|---|
| 2.a. Demonstrates increasing ability to think symbolically. | |||
| Explores real objects, people and actions. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Demonstrates understanding that objects and people continue to exist even when not within sight or sound. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Uses objects for their intended purposes. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Uses objects and materials in new and unconventional ways to represent something else. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Engages in increasingly complex and sequenced pretend play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Identifies a variety of everyday symbols and their meanings. | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Uses symbols to represent thinking or ideas. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
Problem-Solving and Reasoning
| OH Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| 3. Problem-Solving and Reasoning | |||
| 3.a. Uses increasingly complex strategies to solve problems. | |||
| Actively uses the body to find out about the world or reach a goal. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Uses simple strategies to solve problems. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Tries different strategies to find the solution to a question, problem or task. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Solves problems by questioning, planning and carrying out a sequence of actions. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Explains reasoning for the solution selected. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
Cognitive Flexibility
| 4. Cognitive Flexibility | |||
|---|---|---|---|
| 4.a. Develops ability to be flexible in own thinking and behavior. | |||
| Repeats an action to cause a known reaction. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Uses simple strategies to solve problems. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Begins to modify actions or behaviors in when shifting focus or adjusting to a new activity. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Applies different rules in contexts that require different behaviors. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Modifies and adapts behavior during transitions, daily routines and unexpected events when prompted by an adult. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
Creative Development
| Creative Development | |||
|---|---|---|---|
| 1. Artistic Engagement and Expression | |||
| 1.a. Expresses ideas and feelings through visual art. | |||
| Demonstrates preferences, pleasure or displeasure when interacting with various materials and activities. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Explores a variety of visual art materials. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Uses self-selected materials and activities to express ideas and feelings. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Plans and creates content, using personal experiences, in a work of art using a variety of skills, techniques, and materials. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Expresses individuality, life experiences, knowledge, and ability through a variety of art media. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Explores open-ended art materials to create process-focused art. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
Creativity and Play
| OH Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| 2. Creativity and Play | |||
| 2.a. Develops ability to express new ideas through imagination and inventive play. | |||
| Observes and imitates the actions of others. | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Explores objects and uses everyday items in play. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Imitates others' uses of objects and materials. | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Engages in play sequences based on an understanding of everyday events and routines. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Uses imagination to plan and act out scenes based on books, stories or everyday life. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Engages in brief episodes of make-believe play that involve sequenced steps, assigned roles and/or an overall plan for the play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
Language and Literacy
| Language and Literacy | |||
|---|---|---|---|
| 1. Language and Communication | |||
| 1.a. Demonstrates understanding of increasingly complex language. | |||
| Attends to language. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Engages in back-and-forth interactions with caregiver. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Shows understanding of simple requests and statements referring to nearby people and objects. | Social-Communication | B. Communicative Understanding | 1.1 Follows pointing gestures with eyes |
| Shows understanding of requests and statements referring to people, objects, ideas and feelings. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Demonstrates understanding of complex concepts and longer sentences. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
Phonological Awareness
| OH Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| 2. Phonological Awareness | |||
| 2.a. Develops awareness of syllables in spoken words. | |||
| Attends to language and sounds. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Vocalizes sounds. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Engages in back-and-forth interactions with caregiver. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Imitates and uses single words. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
Science Inquiry and Application
| Science | |||
|---|---|---|---|
| 1. Science Inquiry and Application | |||
| 1.a. Explores and investigates objects and events in the environment. | |||
| Observes and explores objects using the senses and a variety of simple actions (holding, kicking, manipulating). | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Intentionally explores and manipulates objects to discover what happens and how things work. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Engages in focused observations and purposeful explorations of objects and events in the environment. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Asks questions about objects and events in the environment and engages in sustained and complex manipulation of objects. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |